The BELMAS editorial team are delighted to introduce Niamh and Marie’s blog, ‘Transitions From Early-Career to Mid-Career Researcher’.
In this blog, the authors embrace both the insights of others and their own personal reflections. It through these combined insights that they explore the journey from early-career to mid-career researcher and reflect on transitions that challenge and shape one’s professional identity.
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The journey from early-career to mid-career researcher is marked by transitions that challenge and shape one’s professional identity. Self-reflection and external input play essential roles in navigating these transitions, helping researchers align their values, recognise their strengths, and openly discuss their experiences. Embracing both internal reflection and the insights of others can provide invaluable guidance as researchers tackle new responsibilities and evolve within the competitive academic landscape. Authored by two higher education scholars in educational leadership, this work starts with Niamh’s examination of changing identity through reflection, followed by Marie’s mid-career shift in leadership approach.
Self-Reflection and External Voices: Tools for the Early Career Researcher
Niamh: During my PhD journey, I experienced a number of highs and lows as is typical of an early career researcher (Corcelles et al., 2019) and directly influenced the development of my researcher identity (Monereo & Liesa, 2019). Identity formation does not stop at graduation, as new challenges and successes continue to emerge. Transcending from early career researcher to research leader, identities develop in arguably competitive environments (Browning et al., 2017).
In my experience, grant-applications, research supervision, academic writing, conference presentations, and lecturing, are just some of the responsibilities that have presented. What I have found important to acknowledge, is that there are few researchers, early or established, that excel at all aspects, and fewer who manage to do all due to limited time and resources.
As I have learned, it is important then to reflect on our strengths and values, rather than investing extended focus on areas where others outshine us. To help with this, the value of discussing our journeys with others cannot be understated. Reflecting on Dialogical-Self Theory (DST) (Hermas & Hempen, 1993), which bridges the concepts of multiple internal identities and external dialogue, identity and transitions have been previously explored (Hermans & Gieser, 2012; Hlasová & Ronkainen, 2023) From (DST), our identity as a researcher is influenced by the voices of other researchers (Monoreo & Liesa, 2019), as complementary to our own internal dialogue and self-reflection (Castelló et al., 2019). Sharing experiences and personal realities with others helps us grow and flourish throughout our careers as researchers. Whilst it may be daunting to highlight our weaknesses to others, or feel embarrassing to talk about our strengths, in the business of research, taking time to share our realities and experiences with others, and allowing others to do the same, can be endlessly rewarding to our identity trajectory.
Navigating the Mid-Career Shift: Challenges, Responsibilities, and the Growth of Leadership
Marie: Researchers’ career paths involve transitions, each phase bringing new challenges, opportunities, and responsibilities. While moving from early-career researcher (ECR) to mid-career researcher (MCR) should bring a sense of accomplishment, challenges persist. Richards et al. (2021) identified issuess, including a lack of meaningful mentorship and a culture focusing on publication quantity over quality. Lakshamanan (2022) adds the difficulty of balancing short-term outputs with long-term projects. Alongside these challenges, there are also many positive aspects. As an ECR, the focus is on establishing a strong foundation—developing research interests, building a portfolio, networking and mastering academic practices (Debowski, 2012; Open and Universal Science, 2023). However, the transition toMCR introduces new experiences, adding further complexity and responsibility.
A major milestone for me was assuming the role of Principal Investigator (PI) on a major funding bid: defined by O’Kane et al., (2020) as the lead on ‘publicly funded research projects’. This role, spanning project management, networking, and entrepreneurship, requires not only research expertise but also leadership and managerial skills (Kidwell, 2014). Reflecting on this experience, budget development and maintenance emerged as a critical challenge. Financial stewardship (Kidwell, 2014) is often overlooked in academic training, yet I found myself grappling with projecting multi-year costs and balancing operational needs with strategic goals. Additionally, processes and procedures, new technology platforms, and assembling a consortium of collaborators with differing priorities tested my leadership and negotiation skills. To address these challenges, I sought mentorship from senior colleagues, whose guidance proved invaluable. I also engaged in professional development workshops, which provided practical tools to streamline workflows, understand processes and the technology, and build confidence. These strategies helped me manage competing demands while ensuring financial transparency and effective collaboration.
Overall Concluding Thoughts
In the transition from ECR to MCR, educational leadership emerges as a core element, where each researcher not only advances their own career but also contributes to the growth and success of others. While each stage—introduces new complexities, it also offers the chance to reflect, recalibrate, and develop. Our call to action for those navigating this phase is to proactively seek mentorship, embrace professional development, and cultivate reflection, which can help researchers develop their leadership, overcome obstacles and build a foundation for long-term success.
Browning, L., Thompson, K., & Dawson, D. (2017). From early career researcher to research leader: survival of the fittest? Journal of Higher Education Policy and Management, 39(4), 361–377. https://doi.org/10.1080/1360080X.2017.1330814
Castelló, M., McAlpine, L., Sala-Bubaré, A., Inouye, K., & Skakni, I. (2021). What perspectives underlie ‘researcher identity’? A review of two decades of empirical studies. Higher Education, 81, 567-590.
Corcelles, M., Cano, M., Liesa, E., González-Ocampo, G., & Castelló, M. (2019). Positive and negative experiences related to doctoral study conditions. Higher Education Research & Development, 38(5), 922–939. https://doi.org/10.1080/07294360.2019.1602596
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O’Kane, C., Mangematin, V. Zhang, J.A. and Cunningham, J.A. (2020) How university-based principal investigators shape a hybrid role identity. Technological Forecasting and Social Change. 159. 120179. doi.org/10.1016/j.techfore.2020.120179
Open Universal Science (2023) Navigating the stages of an early career researcher. https://opusproject.eu/openscience-news/navigating-the-stages-of-an-early-career-researcher/ (Accessed: 09 October 2024)
Richards, G.C., Bradley, S.H., Dagens, A.B., Haase, C.B., Kahan, B.C., Rombey, T., Wayant, C., Williams, L.Z.J., and Gill, P.J. (2021) BMJ Evidence-Based Medicine. 26. Pp. 8-11.
